Capano for first, Mr. Tvaki for number two. >> Okay, we'll take a vote. Mrs. Abru, >> yes. >> Mr. Capan, >> yes. >> Mrs. Freda, >> yes. >> Mr. Garcia, >> yes. Mr. Nu, >> yes. >> Dr. Pontiano, >> yes. >> Mr. Ror here. Mr. So yes, >> yes, I'm sorry.
We don't we don't we don't want to see any of these issues. Um this is a a grueling winter. I think we can all agree to that even at our homes. Um again, this is the worst snow that we've had. Uh our crews have done an incredible job trying to get the lots ready and you know and even the DPW I have to DPW I know uh everybody can probably always say everybody can do better, but this was a was a lot. It really was. So, um, so I want to thank everyone, but, uh, but this team, bringing on Eric and team and John and you guys have done an incredible job. So, the board is eagerly waiting for your update, so I won't hold you back. Uh, well, thanks again, Dr. Tomco, and uh, uh, Garfield, the board of ed, and constituents here who are here tonight.
Well, that's >> it's opposite. The kids are failing, and then some APs are waiting to see, well, maybe you can catch this up, or maybe you'll pass the test. Oh, you didn't pass, even though I was hoping you would. Okay, now I'll cancel the game. I'm fine with it, to be honest. Like, I'm okay with us all doing something different, but I guess what I'm asking for permission is if I want to only check twice in a quarter, that's enough. And if she wants to check every game and you want to check weekly, fine. But that means um cuz right now right now I think that we're going off of like just feel like we're all going off vibes or like whispers that we were told before. Yeah. What are the I mean, are there official rules and stuff for no pass? I'm so I'm surprised that at the high school level that they allow allow kids to play if they're failing.
Good evening everyone. In this video, you'll see one of the number talks I do with my third grade students. You'll notice them using quiet hand signals, listening to each other's ideas, and explaining their strategies using precise math language. This routine aligns with a third grade standard on fluently adding and subtracting within a thousand. You'll see students using strategies like expanded form, number lines, and place value reasoning. You'll also see me guiding their thinking through intentional questioning to help them clarify and justify their reasoning. I hope this video give you a clear look at how number talk support meaningful mathematical thinking in our classroom. We're going to start our math class with a number talk. Just your brain and your voice. All right. May I ask someone to share his or her answer? >> So for 375 I you I use three flats, seven rods and five ones.
>> They seem to be contemplating action. Mhm. They seem to be contemplating it very seem to be contemplating it quite a bit. Look at that. We got the entire esports room as well. You can even see in the background some of the Tetris players are over there. And you can see some You can even see some JV team members practicing up their game. Ain't that awesome? You can even see in the background the varsity. It'll be pretty cool. It'll be pretty cool once we get to the varsity side of things as well. All right. Looks like they're sending in Mario aka Tanner. >> Mhm. >> Yep. All right. His game tag is known as the cooker. So, let's see if he can cook up a storm over here. >> Mario's been a doctor before. Mario's been a doctor before, but it's time for him to become a professional chef.
Well, they will start our warranty not uh June 1st. So, they bought us a couple months of warranty, which is really nice. But, I did get an email yesterday saying, "Hey, you got to get that order in because I can only hold your pricing till this Friday." Um, so that's why we want to get this in front of you um for your approval.
>> You want the funds to be able to address something that every single person in this town would care about fire alarms in a school, >> right? >> That's a good example of >> why you need the one time funds. >> That's right. Yeah. Great. And >> that's not a hypothetical. No, 400 plus thousand closer to 500,000 probably after engineering. >> Yeah, I was going to say something similar in terms of um you know thinking of somebody >> um I mean but these budgets are complicated and hard to understand anyway. So somebody looking at this saying you know there's $6 million and it revol why why are you asking us for money? Right? So, so some of those practical examples to help um the public really understand what these what this money needs to to pay for and potentially I mean I know we have a long list of unfunded capital projects and things that we need to do >> and that this may be a helpful those may be some helpful examples.
Connecticut General Statute 10-2641 interd district magnet school requirements. Resident districts must support student access to inter interd district magnet schools by providing transportation, offering enrollment opportunities where applicable and covering and this is a big one covering tuition or cost differentials. District cannot charge families tuition resulting in ongoing enrollment in transportation related budget obligations. You may have saw in the Harper Current this past even this past weekend or last week um in the governor's proposed budget there's a cut of 12 million right >> I think it's $12 million and that would be a direct relation to magnet school tuition so one of two things are going to happen um correct's going to keep magnet school tuition as is or since they're losing money they're going to increase the cost to the school district so I don't exact answer of what that would cost but cost Connecticut General Statute 10-14810-148D professional development requirements districts must provide annual professional development at no cost to certified staff and parent educators including a minimum of 18 hours each school year aligned with state and local goals.
Um, I would be remiss if I didn't expend uh, extend my condolences after that. That's a tough act to follow. Um, being in this community now for maybe 2 to 3 months, I can see, uh, every experience I've had with admin or any of your custodians, uh, Stephanie Randazzo, um, has been a great experience. Great experience. So, uh, again, my condolences. Um, so, basically, in the past two to three months, um, as as Dr. Tomco has brought me in when we were brought on. We've been looking at extensive issues uh through all the schools um roofs uh HVAC, electrical, plumbing. And as you can see in in the money that has been spent as we've been allocated towards the HVAC um there has been a lot of repairs on starting over at uh ECLC uh over at the Columbus school and as he has alluded to also it has been one of the coldest winters.
Yeah. Dude, I am the last person ask about sports, but according to Eric, when we were trying to make it C A D's were ineligible, he said that was like not common, and that they usually do like the A hour, or instead of being at practice, they were at practice, but they were like doing their work. Um so those were options he gave us, cuz initially um Monta Vista wanted it to be like only C's could play, and he was like that's really unrealistic, cuz that's not even how it is. Um so I'm fine with like if we don't put anything in, I think as long as Cuz it's like so here it's based on a student's most recent progress report. So if I'm saying it's 4 weeks from now their progress report is going to decide their eligibility for the next 4 weeks. And if that's fine, then I think everybody can do it kind of how it works for them.
>> And for 423 I used four flats and two rods and three cubes. I added 300 + 400. >> Flat right here represent 100. So you said 100 200 300. All right, that is how you got the answer 798. Thank you Rain for sharing. You used a partial sum. What did you do first? >> First I expanded the number 375. >> How did you expand this number? It's I expanded it by putting 300 >> 300 >> 70 >> and and five >> and five >> 423 and expanded four. It's 400. >> 400 >> plus >> 20 >> + 3 + three. >> The first number on the number line is 375. The then I take 423. >> All right. So you jump to 400. A very small jump. And you landed to what number? >> 798. 798. All right. So that is how you solve the problem through number line.
Professional at Cooking King DDD. two go. >> All right. Whoa, whoa, whoa, whoa. King Diddy, you got to jump off the stage. What are you doing? What the heck? All right. Does an upbeat off the stage? They're ready to go. Are they going to Oh, yep. They're going to restart. They're going to restart. And Mario's going to get his Mario's going to get back to 0%. Mhm. All right. Yep. King DD's got a got a nicky trigger finger over there. It looks a little Let's see. >> All right. looks a little upsetty spaghetti about that part. >> Can't say I blame him. >> I'd be a little bit upsetty spaghetti about that, too. >> Oh, yes, I would. >> Retry. >> All right. >> Let's hope this goes over well. >> Here's hoping. >> Ah, there we go. No Gordo to be seen. At least not until later.
Any questions about the purchase? >> Did have a question. I saw the 20% overage. Where have we been in terms of the overage needed to make sure every student has a laptop? >> Um, we're a guess. >> Where's a guess? I will say our repair has kind of gone down. We we've implemented a new link system. Once Craig come came on, we decided to partner with the food service department. So, we're really good at anytime you break something, we're billing you and the parents getting that bill that week or the next week. Christina Cablewood out of the high school is doing a tremendous job for us and we've seen our our repairs go down. Um, so to your question, could we probably do maybe 15 maybe? Um, but we're really good at come fall break time if we have extra devices, we'll update a cart at the kindergarten level.
>> Yeah. And they will and I and it's at the end of the slideshow right as I show these are expenditures that we have that we need the funding for. Right. >> Um, and they're not, you know, and Chris said to me today, he was going to have a meeting with John Murray, our director of facilities. He's like, "I don't know what John's going to bring me today. It could be a $50,000 expense or $100,000 expense today. We just don't know, right? >> And and you have to have >> the ability to pay for these." So, so the >> Well, the other part of the story is some of these accounts by law, you can't use the money in them to pay for anything else other than that purpose. So, it's not like we have 6 million sitting there. We can do whatever. A third of it, a third of this, right?
These requirements create ongoing staff and scheduling budgeting constraints. Great question. What percent of our budget is grant eligible? Question 10. H public schools is eligible for the excess cost grant which is calculated using special education added district tuition and transportation. There's no direct percentage or amount that is eligible. The calculation of the grant includes many variables which types of public expenditures, net per pupil expenditure provided by state and legislative caps and grant reimbursements. The district also receives several state and federal grants that are listed in the book on pages 46 through 49 in the budget book since many of the grants are entitled as an application is required to receive a preetermined allocation. Other grants are considered competitive and require more information. Since camp is not considered an underserved community, both entitlement and competitive grants are appreciated but minimal. Staff have also applied for local grants with great success.
We had you know sub freezing temperature for about 14 to 15 days. I know you had to move some children out of the school. We did the best we could to keep that school up and running. Uh the boiler repairs and replacement over at ECLC and constantly working with that. It's it's a maintenance situation and like anything, a lot of these units are at their end of life. Um and we've basically done the uh best we possibly can to keep you guys, you know, up up and running and heated.
I just think that right now it's not working. I think I think the coaches and Karina and the kids are putting too much work into kind of keeping track of this in a way that's like not supportive. You know what I mean? Like I would much rather it be like, "Okay, you're not eligible to start of this quarter, so here are the goals that you're going to have." and have something that they're consistently working towards than like go find every teacher and have them initial a certain slot, or go wait till the spreadsheet's updated. Yeah. I don't I don't honestly I I don't know what other This hasn't been a topic of conversation at AP meetings, so I don't know what other people are doing. So I was I was just looking at the I I checked our sports handbook. It doesn't say anything there, but I'm looking at the presentation from the coaches meeting, and it does say there's a slide about uh grade checks, and it says eligibility should be completed and communicated by 4:00 p.m.
[applause] Thank you. Since bringing number talks into our daily daily routine, I've seen noticeable shift in my students confidence and mathematical thinking. They take more risk, share [snorts] their ideas and focus on explaining their reasoning, not just finding the answer. Their number flexibility has grown as well. They use place value strategies more naturally and recognize number relationships without relying on paper and pencil. Even those who were hesitant at first now participate. Number talks have also strengthened our classroom community. Students encourage one another and respect different ways of thinking. Although it wasn't shown in the video, our number talks aren't just a call-in one student routine. We use Kagan structures like pair share so everyone has a chance to talk through their thinking with a partner. Overall, number talks have supported deeper understanding, stronger fluency, and a more positive mindset math mindset. I'm very proud of my student and excited to keep building on this foundation.
He'll probably send him out. But if he does, Mario can actually reflect those by the use of his cape. Yeah, it doesn't allow him to fly in this game. All right. All right. Both are taunted. Oh, and he accidentally does a flood in the wrong direction. Gets hit twice by the same Gordo. Tries to go for a grab. And another grab. You think it'd be easier to grab King D. Oh, >> What in the world? Holy canoli. >> Let's check that out real quick. >> Oh, that is freaking awesome over there. Look at that. >> 23 second stock. I feel like that'd be more of a 1 second stock or 3 second stock because they took a while to jump off cuz they're >> pretty heavy and floaty. >> All righty. So, while we're waiting for the other team to select, it's time to give a quick shout out to one of our sponsors, otherwise known as Frederick's Photography.
Um because if you look at my plan, we're not hitting the kindergarten level ever. Um so by buying that overbridgeidge, we kind of see where we're at and then we take those devices and then we we outfit the kindergarter class. So we've done two years of that. So two kindergarten teachers have gotten a new cart come fall break time. So they they get pretty excited about that. So >> question is not to lower the percent. >> Yeah. And we do all our repairs in house with our students and we buy parts and um with that repair program that we have where the kids break it, we build them, they pay for it, then we take that money and that's how we buy our parts and then I have, you know, like Landon last year would would do the repairs in house. So, good question. >> Yeah.